Published 1965 by Bureau of Publications, Teachers College, Columbia University .
Written in EnglishRead online
Bibliography: p. 148-153.
|LC Classifications||LC2771 .L5|
|The Physical Object|
|Number of Pages||220|
|LC Control Number||65005344|
Download Pattern practice in the teaching of standard English to students with a non-standard dialect.
ERIC - ED - PATTERN PRACTICE IN THE TEACHING OF STANDARD ENGLISH TO STUDENTS WITH A NON-STANDARD DIALECT., THE EXTENT TO WHICH PATTERN PRACTICE TECHNIQUES HELPED NEGRO STUDENTS WHO NEEDED TO MASTER STANDARD ENGLISH AS A SECOND LANGUAGE WAS INVESTIGATED.
MATERIALS AND PROCEDURES TO. Pattern practice in the teaching of standard English to students with a non-standard dialect.
Bureau of Publications, Teachers College, Columbia University, (OCoLC) Online version: Lin, San-su Chen, Pattern practice in the teaching of standard English to students with a non-standard dialect.
In this context, the teaching of standard English is the problem that is of present concern. The problem is a serious one because, despite the strongly acknowledged need for the teaching of standard English, there is nothing to indicate that nonstandard dialect speakers are learning standard English any more efficiently now.
In recent years, American school systems have had much problems dealing with students who speak in a dialect of non-standard English. In the article, “The Study of Nonstandard English,” author, William Labov, raises a topic of special interest, in which he examines the relationship of teachers and speakers of non-standard English within the.
to teach standard English to speakers of nonstandard dialects (see the "Inventory of Materials to Teach Standard English" in Shuy, Feigenbaum, & Grognet, ). Although some formal evaluations of the effectiveness of the pattern practice approach have been.
after tape recording and analyzing informal conversations with kindergarten and third-grade negro children in the chicago public schools, a program of language arts instruction was drawn up to (1) use actual statements made by the child in his dialect for contrast with standard english, (2) limit pattern practice to verbs and to statements easily compared with standard english, and (3) focus.
When students who speak a non-standard dialect at home are encouraged to grow in both of their languages, they benefit "culturally, linguistically, cognitively, and academically" (MacGregor-Mendozap.
-Teaching Standard English alone does not account for the cultural and historical importance of a student's home dialect.
This reflection is a response to a debate on the issue of the kind of English we should teach in EFL classes. Many educators tend to say that it is Standard English (SE) that should be taught, and. As language constantly changes and varies, no one can be said to speak a "perfect" version of "Standard English" ().
However, the use of standard English in the media, schools and government along with upper and middle-class societies, allows dialects that speak language closest to standard English to gain overt prestige over other dialects. The sentence transformations allow students to expand their vocabulary and invent new, more elaborate sentences while using Standard English sentence patterns.
In conclusion, three things are needed in using Ebonics or Black English as a bridge to teaching Standard English. First, teachers must understand the unique features of Black English. A range of engaging tasks to develop students' understanding of non-standard and dialect forms of English.
Supporting notes for the teacher are included. Standard English / Non-standard English (Jenkinsch. A5) Standard English: avoids non-standard grammar, slang + swear words associated with better education + middle class manners usually used in print taught in school Non-standard English: includes types of English.
In order to advance the teaching of Academic English, Standard English, and Workplace English in both contexts, educators should address stereotypes associated with specific varieties, students’ goals, the potential benefits of gaining communicative competence in particular varieties, and the potential consequences of not gaining that competence.
teaching of Standard English dialect the focus of the studies. Teachers and future teachers who read this review will gain an understanding of how to approach Standard English dialect instruction in the classroom in a way that is respectful of the plurality of “Englishes” present in the United States.
features of standard English. (12, 4, 21) Linguists have identified the features of non-standard black dialects, and these identifications can help educators become more familiar with their students' nonstandard speech. (4, 12) Baratz (2) has developed a sentence repetition and equiv-alence test which will aid teachers in identifying.
Honoring Dialect and Increasing Student Performance in Standard English. By: Paul Epstein, Lynette Herring-Harris Date: Septem Summary: With support from the Rural Sites Network, teachers at the Appalachian Writing Project are studying Appalachian dialect and the ability to code-switch in student writing.
Download Citation | Teaching Elementary Students Who Speak Black English Vernacular to Write in Standard English: Effects of Dialect Transformation Practice | Although nonstandard dialects of. Students may point out that they may be poor or they may be from the south or mid-west.
Independent Practice (45 mins) Students practice the skill in their independent reading book and record 3 examples of dialect in their reader’s notebooks. Materials. Copy of text “The Celebrated Jumping Frog of Calaveras County” by Mark Twain. Students list non-standard English words they use in their community dialect.
They create dictionary definitions for 15 of the words they come up with including: pronunciation, part of speech, definition and example of usage. They create.
they are in standard English norms. The fairly uniform written standard English of school texts and tests is generally more accessible to students from middle class backgrounds who have been socialized into oral standard English and baptized in literacy than it is to students from other dialect backgrounds.
Non-standard English is linguistically the equal of the standard version – in fact, dialects tend to be more sophisticated grammatically than standard (as. Even though this is a book about language teaching, any discussion of teaching needs to start with students.
In recent years, more and more books on language teaching place students rather than teachers at center stage. This shift is due to a growing recognition that whether or not students succeed in learning a language depends more on.
Instead, we linguists see the patterns of African American English, the most extensively studied American English dialect across 50 years of sociolinguistic scholarship. We know that correction does not work as a method for teaching the Standard dialect to speakers of a vernacular (Gilyard, ; Piestrup, ; Wolfram.
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While the dialect is used as a kind of in-group code among many black people of all stations, educators worry about those young people who never master standard English at all.
That's because it's written in a dialect, which is a variation on the English you usually speak. This language arts worksheet helps children learn the difference between a dialect and standard English and to recognize the style of an individual writer as they read, compare, and contrast two texts.
the differences between spoken English and Standard English are so large that we should not consider Standard English as a spoken dialect but only as a written one (see Mauranen for a clear overview of the divisions in this field).
In the middle are those who acknowledge that there are differences between spoken and written English but. English language learners can benefit from understanding the variability to be found among English language teachers and English dialects.
Since the professional world is also a global world, English language learners who limit their exposure to English teachers representing only one form of an English dialect, one fitting their "linguistic and cultural stereotypes", will unintentionally limit.
The approach we have used in this book, as in the previous two editions, is based on our experience in teaching the methods/approaches course at the Master of Arts in Teaching Program at the School for International Training.
This book would not have been written in the first place if it had not been for the influence of colleagues and students. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. Tape each student reading aloud a passage from a book, for example. Many pronunciation books have such a passage that covers all vowel and consonant sounds as well as question and statement intonation in English.
Look for patterns in student response: what are the common problems students seem to have. Sentence or word stress. Intonation. Cassidy, Frederic G. Teaching Standard English to Speakers of Creole in Jamaica, West Indies. In James E. Alatis, ed., Report of the 20th Annual Round Table Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages or Dialects, Washington DC: Georgetown University.
tifies the variety as a type of English, and this is seen by some as perpetuating the hegemony of English (DeBose ). However, the point which needs to be made is that AAVE speakers speak a rule-gov-erned language variety which is very similar, but not the same as Standard American English in terms of syntax, lexicon, and phonology.
linguistically informed response to teaching minority dialect students. They recommend introducing one pattern at a time to show students the contrast between Creole and Standard English.
With each pattern, Ca-nadian linguists stress, the students need to practice translating from Creole to Canadian English (e.g., students should practice.
In her book Errors and Expectations, Mina Shaughnessy wrote, "[T]he teacher must try to decipher the individual student's code, examining samples of his writing as a scientist might, searching for patterns or explanations, listening to what the student says about punctuation, and creating situations in the classroom that encourage all students.
Adding instrumental dialect methods, they speculate, may have positive effects on literacy and language if those approaches help students recognize the linguistic complexities and intricacies of vernacular and standard English, as suggested in research by Simpkins and Simpkins ().
Although the term dialect is used popularly to refer to vernacular (i.e., non-standard) language varieties, linguists use the term in a neutral sense to refer to any variety--vernacular or standard.
All dialects, whether considered standard or vernacular, are regular. (Original text of Op Ed article printed in the San Jose Mercury News, 12/26/) The Oakland Ebonics decision: Commendable attack on the problem.
John R. Rickford. The Oakland School Board's decision to take Ebonics into account in teaching Standard English to African American (and other) students deserves commendation rather than the misinterpretation and vilification which it has received.
(ESL) policy framework to support students who “speak variations of English that differ significantly from the English used in the broader Canadian society and in school” (B.C. Ministry of Education ). In practice, the non-standard dialect speakers who are funded under this policy are almost exclusively students.
The book explains how to teach about language variations and ideologies in the classroom; uses typically taught texts as models for exploring how power, society, and identity interact with language, literature, and students’ lives; connects the Common Core State Standards to the concepts presented; and offers strategies to teach the sense and.
Non-standard dialects and linguistic data Alison Henry School of Communication, University of Ulster, Jordanstown Campus, Shore Road, Newtownabbey, Co. Antrim BT37 0QB, UK Available online 23 November Abstract This paper considers the particular problems in working on the syntax of non-standard language varieties and how these can be overcome.The knowledge and skills base required for teaching reading well is extensive.
This outline of a proposed curriculum for teacher education programs in reading covers knowledge of reading development, language structure, and strategies for instruction and assessment.Actor students make a one-year commitment to an inner-city school where they present the sounds of a Standard American Speech through phonetic awareness and practice.